Vignette Assumption

Vignette Assumption

When completing the vignettes, there is a vignette assumption. That is, when reading assume that a full assessment has been done and no mention means ‘no evidence’. This is the standard quality assurance if it is not documented it does not exist assumption. What that means, then if there is no mention of a need, the rating should be a ‘0’. If there is no mention of a strength, then the rating should be a ‘3’. So, no mention of a suicidality would result in a rating of ‘0’ on Suicide Risk. No mention of any talents or interests would result in a rating of ‘3’ on Talents/Interests.

Another way to think about it is that you start the assessment with all 0 ratings on the Needs and all 3 ratings on the Child/Youth Strength and then you look for evidence to adjust your scores accordingly using the action levels.   Caregiver ratings use the Need action levels for the vignettes.

Please rate mother as caregiver)

 

Lawrence is a 15-year-old boy who last week was found guilty of vandalism and assault.  He was convicted of breaking into his school with two friends and vandalizing the hallway walls.   He was caught in the act by school security and turned over to the police.  He resisted arrest and physically assaulted the security guard whose arm was injured in the event.  This incident makes Lawrence at risk of being placed in juvenile detention.  He will be sentenced in six weeks.  This is Lawrence’s second conviction. He is currently on probation because eight months ago he was convicted of a weapons charge when he was caught carrying a knife at school.

 

Lawrence attends 9th grade at a local high school and states that he hates school.  He is currently failing most of his classes.  He is excelling in art class and likes to sketch.  He says that he can get lost in his art work and it makes him feels calmer.  He talks about becoming a tattoo artist but does not have a plan on how to become one.    Lawrence is frequently in trouble at school and was suspended two weeks ago because of a verbal argument with a teacher in which Lawrence insulted her with profanity and threatened to hit her.  The argument started when Lawrence was asked to read a passage aloud in his English class.   Lawrence has been diagnosed with several learning disabilities and he received special education services that include behavioral supports.  The school officials state that they don’t have any other options for Lawrence and he will need a different school placement that can address his needs.

 

Lawrence lives with his mother and older sister in an apartment.   Lawrence’s mother works two jobs and is often not home.  Lawrence’s sister has a 14-month old daughter and he helps out with his niece when his sister is at work.   His mother reports that Lawrence is kind to the baby and he has a good relationship with his mother and his sister.   However, he does frequently miss his curfew as he likes to hang out with his friends as long as possible.   She worries that as he gets older she won’t be able to manage his behaviors and feels overwhelmed by that.   They have a large extended family with whom they are very close and who are supportive even though they do not live nearby.

 

Lawrence makes friends easily.  He has a group of friends with whom he hangs out. They often play basketball at the nearby park; however, they sometimes get into trouble, as they play basketball when the park is closed.  Lawrence says he and his friends like the thrill of possibly getting in trouble for using the park after hours and he believes that there are no real consequences.   His mother blames the influence of these youth for most of Lawrence’s trouble with the police.  She states that they are a bad group and she believes some might even be gang members.   Lawrence denies gang involvement but says that he knows some guys who are part of a gang.   Lawrence admits to drinking with his friends but says everyone does it and he never ‘passes out’ like other friends do.  He has also admitted to drinking before going to school and had been the day he was suspended for verbally assaulting his teacher.

 

In the past six weeks, mother reports that Lawrence has become increasingly irritable, withdrawn and angers very quickly. He has become very sensitive to criticism and reacts with verbal aggression to even minor perceived slights.   She noted that he is sleeping later and is harder to get out of bed to go to school.  This has resulted in several tardy and a number of missed days.   Prior to being suspended, he had been going to school about 4 out of 5 days.

Behavioral/Emotional Needs Domain

Put rating (number) next to each.

 

0. No evidence of need

1. History or Suspicion
2. Action Needed, Need interferes with Functioning
3. Immediate Action Needed, Need is dangerous or disabling

Top of Form

         
1. Psychosis        
2. Impulsivity/Hyperactivity        
3. Depression        
4. Anxiety        
5. Oppositional        
6. Conduct        
7. Anger Control        
8. Substance Use        
9. Adjustment to Trauma        

Caregiver Needs & Resources

0. No evidence of need
1. History or Suspicion
2. Action Needed, Need interferes with Functioning
3. Immediate Action Needed, Need is dangerous or disabling

Top of Form

         
1. Supervision        
2. Involvement with Care        
3. Knowledge        
4. Safety        
5. Residential Stability        
6. Organization        
7. Social Resources        
8. Mental Health/Substance Use        
9. Medical/Physical/Developmental        

Cultural Factors Domain

0. No evidence of need
1. History or Suspicion
2. Action Needed, Need interferes with Functioning
3. Immediate Action Needed, Need is dangerous or disabling

Top of Form

         
1. Language        
2. Traditions and Rituals        
3. Cultural Stress        

Life Functioning Domain

0. No evidence of need
1. History or Suspicion
2. Action Needed, Need interferes with Functioning
3. Immediate Action Needed, Need is dangerous or disabling

Top of Form

         
1. Family Functioning        
2. Living Situation        
3. School Achievement        
4. School Attendance        
5. School Behavior        
6. Social Functioning        
7. Developmental/Intellectual        
8. Decision-Making        
9. Medical/Physical        
10. Sexual Development        
11. Sleep        

Risk Behaviors Domain

0. No evidence of need
1. History or Suspicion
2. Action Needed, Need interferes with Functioning
3. Immediate Action Needed, Need is dangerous or disabling

Top of Form

         
1. Suicide Risk        
2. Non-Suicidal Self-Injurious Behavior        
3. Other Self-Harm        
4. Danger to Others        
5. Sexually Problematic Behavior        
6. Delinquent Behavior        
7. Runaway        

Strengths Domain

0. Centerpiece Strength
1. Useful Strength
2. Identified Strength
3. No Evidence

Top of Form

         
1. Family Strengths        
2. Interpersonal        
3. Educational Settings        
4. Talents and Interests        
5. Spiritual/Religious        
6. Cultural Identity        
7. Community Life        
8. Natural Supports        
9. Optimism        
10. Resilience        
11. Resourcefulness        

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